Erica H. Wise

The relationship among life events, dysfunctional attitudes, and depression

The purpose of the present study was to evaluate dysfunctional attitudes as a moderator variable in the relationship between negative life events and depression. On the basis of the cognitive model of depression it was predicted that, within a normal college student population, individuals who endorse highly dysfunctional attitudes would be more adversely affected by negative life stress than would their more functional counterparts. Normal and clinical college student groups were administered measures of life events, dysfunctional attitudes, and depression. As expected, in the normal sample, there was a significant interaction between dysfunctional attitudes and negative life stress, which was consistent with the cognitive model of depression. In the clinical sample, the interaction was nonsignificant, and both dysfunctional attitudes and negative life events were found to exert a more direct influence on mood. The implications of these findings for future research were reviewed, along with a suggestion that longitudinal designs might permit a more complete test of the cognitive model.

Competence and Scope of Practice : Ethics and Professional Development

In this article, I discuss the importance of the psychotherapists capacities and attributes that go beyond formal education and training as they relate to both readiness for clinical training and continued competence throughout ones professional life. Professional development is essential to the maintenance of professional competence as a psychotherapist. Principles and standards from the American Psychological Associations (2002) Ethics Code are reviewed and illustrated with clinical vignettes. In striving to maintain competence, psychotherapists are strongly encouraged to focus on proactive self-care and professional development in addition to complying with the formal continuing education mandated by most states.

Book Review: Neoliberal bodies and the gendered fat bodyHarjunenH. (2016). Neoliberal bodies and the gendered fat body. New York, NY: Routledge. 128 pp.

(2016) replied that both Clintons had parents who were poor and, like Vance, had gone to Yale. This anecdote is interesting for several reasons. As Maltz Bovy emphasizes, the accuser—in this case Vance—can also be privileged. And why is billionaire Trump not accused of YPIS? Maltz Bovy focuses somewhat (but not enough in my opinion) on gender: “ . . . that it’s typically only female accomplishment that gets dismissed as privilege [italics in original]” (p. 57). Maltz Bovy states

133.97 (hardback). ISBN 9781472431400.

Author Miriam David, Professor of Education at the University of London, provides an overview of the major waves of feminism and how these have fostered, but not yet fully achieved, gender equity in education across the globe. The author conceptualizes true gender equality as moving beyond equal access to K–12 or higher education to consider the right of each student to have a safe, gender-responsive learning environment (e.g., United Nations Educational, Scientific and Cultural Organization, 2012). David illustrates that educational systems either perpetuate the status quo of male-dominance or can be transformed into a conduit to change the power dynamics that give rise to gender-related violence (GRV), sexism, and other forms of gender-based oppression. David’s text will be especially beneficial for feminist scholars at the graduate or postdoctoral level, educators, or healthcare providers who work with youth and seek a thorough overview of feminist education policy, implementable steps, and realistic examples to create safe and affirming learning spaces. In the first section, David provides historical, sociocultural, and political contexts for major feminist movements across the globe over the past century, focusing on examples from the UK, US, and United Nations. The author describes a prevailing neoliberal approach to education wherein individual opportunity and upward mobility are emphasized to the detriment of uprooting broader power systems that underlie inequity. Louise Morley (2011, 2013) and David argue that this neoliberal approach is “misogyny masquerading as metrics” and that transformative change is stunted because men are assumed to be in power and women are systematically prevented from receiving and sustaining positions of leadership (David, p. 59). The limitation of the author’s perspective in this section is that she presents the content thematically rather than chronologically, resulting in a fragmented narrative. In addition, discussions of women’s voting rights in the United States are limited to White women and do not address the fact that voting rights for most racial and ethnic minority women came much later (American Civil Liberties Union, 2005). Finally, although they are indexed, the substantial number of acronyms impedes readability. In the second section of the book, David highlights qualitative findings from a narrative biography project that she conducted to gather life histories of 110 feminist educators spanning three generations. These narratives contain rich first-hand accounts of the participants’ upbringing, educational trajectories, and viewpoints regarding activism; the biographies highlight cohort differences in socioeconomic status and the degree to which feminist studies were available as an explicit academic concentration in higher education. In addition, the author summarizes her work designing and evaluating a program to train professionals working with youth to address GRV. Several sister programs are described, illustrating the feasibility of maintaining a core program with a consistent philosophy and aims while allowing for flexible methods and culturally defined terminology to fit the local context. In the book’s final chapter, David outlines a 21st century feminist manifesto for education. She envisions culturally tailored, compensatory sex and relationship education for K–12 students around the globe, facilitating students’ ability to critically consider topics around consent, healthy relationships, social pressures, and moving beyond a binary concept of gender. David proposes that it may be beneficial to separate girls and boys for these conversations, so that participants feel safe to participate. However, it is unclear how transgender and gender non-conforming (TGNC) students may be included. In fact, throughout this book, making a clearer distinction between gender identity/expression and sexual orientation would be beneficial as well as expanding the language beyond gender binary (e.g., using language about “all genders” rather than the dichotomous “both genders” or “girls and boys,” recognizing GRV is often heightened for TGNC individuals, especially transgender women of color; Haas, Rodgers, & Herman, 2005; Schmider, 2017). Despite these limitations, the author provides critical insights and a comprehensive road map to implement institutional change via a multi-pronged approach of educator selfawareness, knowledge, and skills, mirroring a multicultural competence framework (Connerley & Pedersen, 2005).

Book Review: A feminist manifesto for educationDavidM. M. (2016). A feminist manifesto for education. Cambridge, UK: Polity Press. 200 pp.

Whether you realize it or not, if you are in a professional psychology training program, it is likely that you will be asked to be a clinical supervisor at some point in your career. In fact, based on an extensive survey of the members of the American Psychological Association (APA) division that represents clinical psychologists (Division 12; Society of Clinical Psychology), it was determined that clinical supervision is provided by 55 % of University Professors, 71 % of Hospital Psychologists, and 36 % of Independent Practitioners (Norcross et al., 2005). For many of you, this is an eagerly anticipated activity, and for others, it may be a source of some uncertainty or even anxiety. The purpose of this chapter is to demystify the idea of becoming a supervisorby providing broad theoretical models for conceptualizing the practice of supervision and practical suggestions to guide you through the process of learning to be a supervisor. We will also discuss current competency-based supervision practice and provide suggestions for how to incorporate ethical and multicultural considerations into supervision. Throughout the chapter, we will include the perspectives of an experienced clinical supervisor (EHW) and an advanced graduate student (EFC) who is starting her journey towards becoming a competent supervisor in an effort to provide you with different perspectives on this learning process.